Empowering Educators: Lansing Elementary Teachers Thrive in Greenbush Teacher-Leader Cadre Program
Our Lansing Elementary teachers who have been a part of the Greenbush Teacher-Leader Cadre program were given the opportunity to share their learning with staff during Professional Development days this school year. Teachers Sheldi Banker, Shalee Eilderts, Cheryl Sander, and Andrea Shepard did a fantastic job of presenting and sharing their knowledge with elementary staff. Through their participation in the Greenbush program, these educators not only enhanced their own teaching practices but also contributed significantly to the professional development of their peers.
When asked about their experience through the Greenbush program and being able to showcase their learning to their peers, they had this to say:
- What part of attending Greenbush cadre was most beneficial to you?
"The absolute most beneficial part of the Leader Cadre has been the opportunity to connect, discuss, and learn from other educators from around Kansas. It is invaluable to hear others from different grade levels, districts, etc., share their perspectives on learning and leadership. The format of the two presenters fosters a respectful, open, and honest environment. It is a safe place to share your educational experiences and learn from others in a non-judgmental setting. Hands-on activities are implemented each time we meet to enhance our understanding of both teaching methods to use with our students and communication/leadership methods to use with other staff/admin/parents."
- Sheldi Banker, First-Grade Teacher
"The most beneficial part of the math cadre has been learning a variety of methods to teaching any concept. While it's geared toward math, the concepts can be applied cross-curricular. For example, I have applied the math vocabulary teaching strategies in science as well as ELA. We participate in many activities with other teachers so we can experience for ourselves how the transfer of knowledge is taking place. I've also learned new ways of assessing background knowledge so I can adjust my teaching to fit the needs of my class. This cadre has given me a deeper understanding of how students learn and how I can be cognizant of what my students are mastering and how to assess when it might seem like they've mastered a concept but haven't and vice versa. I have seen an increase in success with my students because of the strategies I've implemented from the math cadre."
- Cheryl Sander, Second-Grade Teacher
"As a teacher returning to Gen Ed last year, after so many years teaching special education on the behavior side, it was super beneficial to get a complete, well-informed and research-based refresher on things that I learned in college 25 years ago! And, the science of reading has evolved since then, so I've learned so much new information on best practices and how to apply them in my classroom. I look forward to the opportunity to attend the advanced reading cadre next year, if we can."
- Andrea Shepard, First-Grade Teacher
"What I have found most beneficial to me in the Teacher Leader Cadre is collaborating with other teachers from different districts. We have been able to share our visions and encourage each other to accomplish our goals. We recently started to sit with people of the same grade level, and that has completely changed dynamics for the better. We are able to really dig into grade level specific challenges and help each other be successful in the classroom and as team leaders."
- Shalee Eilderts, Second-Grade Teacher
- What did you enjoy most about presenting the information to staff?
"I again invited the opportunity to connect with peers/other educators today by presenting with Shalee. This gave me the opportunity to work with and plan the presentation with a peer from a different grade level and pull out both of our strengths when presenting. I enjoyed sharing and implementing activities and information from the cadre with our staff members. I enjoyed hearing the dialogue between staff and the rich conversations that they then shared with the group. Presenting gave me the opportunity to share what I'm passionate about, mainly student learning and engagement through dialogue, along with emphasizing teacher clarity during instruction. I was impressed, especially by a couple of staff who were very engaged and added an interesting argument/awareness of what clarity means and does not mean. The two staff shared that while clarity is important, that in some instances instructions do need to be open-ended, such as with art/stem. Fantastic discussion and engagement! Just what we want from our students was modeled with our staff today."
- Sheldi Banker, First-Grade Teacher
"I enjoyed challenging them in a fun way! Also, teaching other teachers can be HARD – so it brought me out of my comfort zone. 🙂"
- Andrea Shepard, First-Grade Teacher
"The thing I enjoyed most about presenting was giving my colleagues tangible activities that they could take back to their classroom and begin implementing immediately. They had fun playing the math games, and expressed appreciation for Brandi and I sharing useful ideas that were applicable."
- Cheryl Sander, Second-Grade Teacher
"I enjoyed presenting to the group in the format of more dialogue, less monologue. We showed lots of different learning opportunities that teachers can utilize in the classroom to keep students engaged. We did group work, moved around the room, and got to challenge each other, which led to impressive conversations."
- Shalee Eilderts, Second-Grade Teacher
The Greenbush Teacher-Leader Cadre program is designed to provide support and encouragement to exceptional teachers who demonstrate strong leadership skills, instructional practices, and professional relationships. As a result of this program, our teachers will have the opportunity to learn and collaborate with other highly motivated educators to take their teaching skills to the next level. This training is crucial in helping our teachers continue to grow and excel in their roles, ultimately benefiting our students and our district.
Strategic Plan: Whole Child Approach to Learning: Provide and encourage professional learning opportunities or board members, administration, staff, and parents/guardians regarding best practices for supporting the needs of students.